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Published 1997.
This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. The paperback edition
explores fundamental issues ...
Published 1997.
This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. The paperback edition
explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts.
After presenting a brief history of literacy theories, the author argues for "socioliterate" approaches to teaching and learning in which texts are viewed
as primarily socially constructed. Central to socioliteracy are two concepts, "genre" and "discourse community," each of which is presented in some detail.
The author then argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical
endeavors with faculty and students.
The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are
outlined, and three types of portfolio-based academic literacy classrooms are described.
